Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018)

An Exploration of Informationized Blended College English Teaching Model

Authors
Yanghua Peng
Corresponding Author
Yanghua Peng
Available Online September 2018.
DOI
https://doi.org/10.2991/icsshe-18.2018.34How to use a DOI?
Keywords
blended teaching approach, college English teaching, deep integration, communication in interaction
Abstract
This article tries to explore new college English teaching and learning modes based on the blended teaching approach in EFL. Under the direction of “Education Informationization 'The Thirteenth Five-Year' Plan” and “The Guidelines on College English Teaching”, this paper holds that it is vital and indispensable to integrate education technology into college English teaching. With the reference of some teaching practice at some college, the author provides some ideas to construct a new college English teaching and learning modes to promote personalized learners' learning and optimize teaching methods as well. The paper ends with a conclusion that the organic connection of on-line and off-line teaching models ensure the quality of English blended teaching; fostering various types of communication in interaction is the key factor in the process of English blended teaching; the basic principle of English blended teaching is to highlight the autonomous role of students in learning and the supply of various and high quality learning resources is a significant method employed in blended English teaching.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Yanghua Peng
PY  - 2018/09
DA  - 2018/09
TI  - An Exploration of Informationized Blended College English Teaching Model
BT  - Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018)
PB  - Atlantis Press
SP  - 137
EP  - 139
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-18.2018.34
DO  - https://doi.org/10.2991/icsshe-18.2018.34
ID  - Peng2018/09
ER  -